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Teaching on the run

Teaching on the run tips 2: educational guides for teaching in a clinical setting

Fiona R Lake and Gerard Ryan
Med J Aust 2004; 180 (10): 527-528.

Setting

You are a specialist in a teaching hospital. The unit is busy and you think there is a wealth of clinical material. You can’t seem to get the junior medical officers motivated to learn on the unit. They don’t seem interested in the discussions on the round. You’ve heard about building a good educational environment — but what does this mean?

Fiona R Lake, MD, FRACP, Associate Professor in Medicine and Medical Education1
Gerard Ryan, MB BS, FRACP, Respiratory Physician2
1 Education Centre, Faculty of Medicine and Dentistry, University of Western Australia, Nedlands, WA.
2 Department of Respiratory Medicine, Sir Charles Gairdner Hospital, Nedlands, WA.
Article References: 
Reference Text: 
Kaufman DM. ABC of learning and teaching in medicine: applying educational theory in practice. BMJ 2003; 326: 213-216.
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12543841
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Neuman P, Piele E. Valuing learners’ experiences and supporting further growth: educational models to help experienced adult learners in medicine. BMJ 2002; 325: 200-202.
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12142310
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Vaughn L, Baker R. Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Med Teacher 2001; 23: 610-612.
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Grow G. Teaching learners to be self directed. Adult Educ Q 1991; 41: 125-149.
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PubMed ID: 
Reference Text: 
Hutchinson L. ABC of learning and teaching in medicine: educational environment. BMJ 2003; 326: 810-812.
Reference Order: 
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PubMed ID: 
12689981

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